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An Evaluation of Students’ Attitude towards Entrepreneurship Education in

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The Effects of Entrepreneurship Education on

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Entrepreneurial Intention

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ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.7, No.20, 2015

The Effects of Entrepreneurship Education on University

Students’ Attitude and Entrepreneurial Intention
*Buba Musa Pulka1 Ayuba A. Aminu2 Rimamnde Rikwentishe3
1. Division of General Studies, University of Maiduguri, Nigeria
2. Faculty of Management Sciences, Department of Management, University of Maiduguri, Nigeria
3. Department of Agricultural Extension and Management, Taraba State College of Agriculture, Jalingo
Nigeria

Abstract
The study is informed by high number of graduate unemployment and possibility of making entrepreneurship as
a carrier choice affected by entrepreneurship education course offered by the students. This study investigated
the relationship that exists between offering entrepreneurship education course and students intention to become
entrepreneurs in selected universities in north east Nigeria. The population of the study were all undergraduate
students from five selected universities in north east Nigeria. Purposive sampling was used in selecting the five
universities, while simple random sampling was used in selecting four faculties and respondents from each
university. The data was gathered across two semesters using four point Likert scale, ranging from strongly
agreed to strongly disagree. SPSS version 16, descriptive statistics and Pearson correlation were used in the
analysis of the data. The results showed that the students agreed that there is positive relationship between
offering entrepreneurship education and their intention to become entrepreneurs. The Pearson correlation results
also showed that, there is positive relationship between offering entrepreneurship education course and students’
intention to become entrepreneurs.
Keywords: Entrepreneurship Education, Entrepreneurship, Students, Intention, Subjective Norms, Attitude,
Behavioural Control

1. Introduction
Nigeria is a nation blessed with both human and material resources which can be used to advance economic
development, but reverse is the case. With over 50 years of independence, majority of Nigerians are still living
below the poverty line. Nigerian Universities are producing thousands of graduates at the end of every academic
session, and the number is too large for government ministries, commissions and agencies to absorb. Days are
gone where Nigerian graduates will stay behind for government to provide employment, individuals and
corporate organizations should strive to complement government efforts by creating jobs through establishment
of small and medium scale enterprises.
Considering the abundant resources the country has compared to countries like Japan, Malaysia and
Indonesia with Nigeria, due to the positive attitude and high level commitment towards Entrepreneurship, these
countries were able to break the vicious circle of poverty and made standard of living in their countries better
than ever before. In the words of Ogundele (2005), the Asian Tigers have developed and equipped their human
assets with orientation and capacity for spontaneous responses to opportunities of wide ranging patterns both
near and far. This he said is because of the appropriate Entrepreneurship Education (EE), training and
development. Right from childhood six out of every ten people in Indonesia are entrepreneurs.
In recognition of the importance of the role of Entrepreneurship in economic growth and development,
most countries are now shifting interest on promoting and developing Entrepreneurship Education (EE) both
formal (Entrepreneurship Education in schools) and informal (apprenticeship) as a strategy to solve the problems
of underdevelopment, unemployment, high level poverty and other social problems inherent in the economy.
The Nigerian government through the National Universities Commission has made it compulsory on
every undergraduate student to offer Entrepreneurial course as a step towards stimulating active and productive
Entrepreneurial activities in the country. It is believed, would help in developing students’ attitude and interest in
Entrepreneurship. Also the Federal Government and National Universities Commission recently directed all
Federal Universities to establish Entrepreneurship Study/Development Centres (ESCs) at each of the
Universities. This centre is to be funded by Educational Trust Fund (ETF). Similarly, the Senate of University of
Maiduguri has approved the introduction of two credit units Entrepreneurship Education course known as
Introduction to Entrepreneurial Skills II (practical aspect). This is to enable students to acquire practical aspect of
Entrepreneurship. It is with this background that this study intends to assess the relationship that may exist
between offering entrepreneurship education course and students’ intention to become entrepreneurs in selected
universities in north east Nigeria.

2. 1 Objectives of the Study

The study has the following objectives:

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i. to assess the effects of attitude on entrepreneurial intention.

ii. to assess the effects of subjective norms on entrepreneurial intention.
iii. to assess the effects of perception of behavioural control on entrepreneurial intention.
iv. to determine the effects of entrepreneurship education on entrepreneurial intention.

2.2 Hypothesis
Ho1: there is no significant relationship between attitude and entrepreneurial intention.
Ho2: there is no significant relationship between subjective norms and entrepreneurial intention.
Ho3: there is no significant relationship between perception of behavioural control and entrepreneurial intention.
Ho4: there is no significant relationship between entrepreneurship education and entrepreneurial intention.

3. Literature Review
3.1 Entrepreneurship
Precisely, there is no consensus definition of entrepreneurship. However, Opara (2000) defined entrepreneurship
as the willingness and ability of an individual to seek out investment opportunities in an environment and be able
to establish and run an enterprise successfully, based on the identifiable opportunities. Nwachukwu (1990)
defined entrepreneurship as ability to see and evaluate business opportunities, gather the necessary resources to
take advantages of them and initiates appropriate action to ensure success. UNIDO (1999) defined
entrepreneurship as the process of using initiative to transform business concept to new venture, diversifying
existing venture, or enterprises to high growing venture potential. Entrepreneurship is the starting of a new
business or refreshing an existing one which have some problems. The process by which Entrepreneurship skills
and knowledge can be transmitted or imparted mainly is through education.

3.2 Entrepreneurship Education

Entrepreneurship Education is the process of imparting individuals/students with the concepts and skills to
recognized opportunities that others have overlooked, and to have the insight, self esteem and knowledge to act
where others have hesitated. Entrepreneurship Education has been view as a systematic training and instruction
that transmit entrepreneurial knowledge and development of skills in students (CELCEE, 1999).
Entrepreneurship education is meant to change students’ behaviour pattern in the desired direction. Therefore,
Entrepreneurship education is a continuing development of relevant entrepreneurial skills and habits whose
understanding and application enable the students to contribute meaningfully towards the growth and
development of Nigerian economy.
Bink (2005) is of the opined that entrepreneurship education refers to the instructive process involved
in the encouragement of entrepreneurial activities, behaviours and mindsets. Entrepreneurship education has
come to symbolize all forms of knowledge delivering that seek to empower the individuals/students to create real
wealth in the economic sector, thereby, advancing the cause of development of the nation as a whole (Ekpoh &
Edet, 2011). Similarly, Entrepreneurship education is the process of imparting knowledge and teaching skills to
potential entrepreneurs on how to venture into business that is relatively small in nature for future development
or advancement (Aminu, 2009).
The Centre for Entrepreneurial Leadership Clearinghouse on Entrepreneurship Education defined
Entrepreneurship education (EE) as the process of imparting structural and formal entrepreneurial concept,
entrepreneurial behaviour, entrepreneurial culture, skills and mental awareness to be used by students and
individuals to develop abilities, and willingness, to seek out investment opportunities, initiate, start, manage and
develop business and entrepreneurial activities. Entrepreneurship education is an imperative component of
university education providing a motivation, self efficacy and confidence for students in making career choice of
becoming entrepreneurs. Thereby, creating and increasing the new venture creation, economic growth and
development. The new businesses established play very important and significant role in the economy.

3.3 The Effects of Entrepreneurship Education on Students’ Entrepreneurial Intention

There exist empirical research findings that support and gave evidence that entrepreneurship education influence
students’ intention to become entrepreneurs. According to Kakkonen (2010) in his research finding revealed that
taking entrepreneurship education course has positive effects on entrepreneurial carrier choice of students and
the effects are significant. Dyer (1994) found link between offering entrepreneurship education course and
students intention to start business. He further explained that entrepreneurship education training might give
some students the confidence they need to start their own business. Robinson et al (1991) found that
entrepreneurship education increase and improve the perceived feasibility for entrepreneurship by increasing the
knowledge of students, building confidence and promote self-efficacy. According to them, it also improve the
perceived desirability for entrepreneurship by showing that entrepreneurship education is highly desirable,
regarded and socially acceptable and that it can be rewarding. The research findings of Autio et al (1997),

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Krueger, Reilly and Carrud (2000), Adenipekun (2004), Thandi and Sharma (2003), Uwameiye and Uwameiye
(2006), and Izedonmi and Okafor (2010) found that entrepreneurship education significantly influence the
intention of students to become entrepreneurs.
According to Ajzen (1991) based on the understanding of the belief, attitude and intention relationship,
individuals’ beliefs and attitudes regarding entrepreneurship would inform their intention to become
entrepreneurs. Kolvereid (1996) found attitude towards entrepreneurship, favourable social norms and strong
entrepreneurial self-efficacy positively influence the intention of an individual/student to become entrepreneurs.
Also, an empirical research finding by McStay (2008) reported that students perceived desirability and self-
efficacy influenced their intention to become entrepreneurs. This means that offering entrepreneurship education
positively increases the students Perception of feasibility and desirability of entrepreneurship. Frank and Luthje
(2004) state that lack of entrepreneurship education leads to low level of entrepreneurial self-efficacy and
intention.

4. Theoretical Framework
4.1 The Theory of Planned Behaviour
The proponent of this theory is Ajzen. The Theory of Planned Behaviour, states that behavioural intentions are
formed by individual’s attitude towards that behaviour, subjective norms and perception of behavioural control.
The Theory postulated that must behaviour results from an individual’s intention to perform entrepreneurial
behaviour and their ability to make mindful choices among alternatives and make good decisions. This Theory is
made up of three components: the attitude toward the behaviour, subjective norm and perceived behavioural
control.

4.2 Attitude towards Entrepreneurship

Individuals work with what they are expecting at the end of the day will bring benefit to them. In other words, if
they perceive entrepreneurship will help them in achieving their goals, aims and objectives, they will tend to
develop positive attitude towards it. And reverse will be the case when the opposite occur. Therefore, attitude
towards the entrepreneurship refers to the degree to which an individual has a desirable or undesirable,
favourable or unfavourable appraisal of the entrepreneurial behaviour.

4.3 Subjective Norms

Norms are rules or expectation through which a society guides the behaviour of its members and often reflect
social values. It has been noted that attitude influence behaviour through intentions, Ajzen (1991) refers to the
perceived social norms and relationship that exist among an individual peers, parents, friends and associates as
impacting on individuals’ intention to engage or not to engage entrepreneurial behaviour. That means parents,
friends, associates, teachers on one hand, and values, beliefs, culture, and customs on the other hand may
influence individuals’ formation of attitude and intention towards entrepreneurship and its education.

4.4 Perceived Behavioural Control

This show the degree or extent of maturity, organization and control display by an individual in relation to
entrepreneurial attitude, intention and its sustainability and the influence it exert on entrepreneurial activities of
individuals. Perceived behavioural control is defined in the Theory as the individual perception of the ease or
difficulty of performing the behaviour of interest.

4.5 Entrepreneurial Intention

Entrepreneurial Intention refers to the intent to perform entrepreneurial behaviour/activities (McStay, 2008). It is
concerned with the inclination of a person to an entrepreneurial activity in the future (Davidson, 1995).
According to Krueger and Brazeal, (1994) Zhao et al, (2005) entrepreneurial intention is defined as the intention
to start a new business, while Crant (1996) viewed it as the intention to own a business. Douglas and shepherd
(2002), and Kolveried (1996) defined it as the intention to be self-employed. Entrepreneurial Intentions reflect an
individual/student’s acceptance, willingness, zeal and plans to engage in an entrepreneurial behaviour.

5. Methodology
5.1 Sources of Data
The researcher utilized both primary and secondary source of data. Primary source was used to gather
information from the students of the population through, the use of questionnaire across two semesters. The
secondary data was obtained through the use of reports, journals, text books and other relevant published data.

5.2 Sampling Techniques and Sample Size

The sample for this study is undergraduate students drawn from five Universities in North East geo – political

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zone. This is because all undergraduate students are offering entrepreneurship education course from the
Division of General Studies. Multi stage sampling was applied. Purposive sampling was employed in
selecting five Universities. The reasons for using this method is to compose a sample that has federal
(UNIMAID and ATBU) and state (ADSU and GSU) Universities. Secondly, is to involve conventional
(UNIMAID, ADSU and GSU) and special University (ATBU).thirdly, to involve private University (AUN). And
fourthly, is because the Universities are spread across the study area with exception of Yobe and Taraba states
which are having infant Universities.
Simple Random Sampling was used in selecting four faculties and respondents. The sample size for
this study is four hundred. The respondents were collected proportionally (proportionally) from the five selected
Universities. To arrive at numbers of respondents in each university the following procedure was followed.
Sample size = 400
No. of Faculties in all universities = 28
Ratio = 400/28 = 14.28
Then: ADSU: 14.28 * 3 = 43
ATBU: 14.28 * 6 = 86
AUN: 14.28 * 3 = 43
GSU: 14.28 * 4 = 57
UNIMAID: 14.28 * 12 = 171
Table 1: Distribution of Respondents According to Universities
S/No University Faculties in each Faculties Total Number of
University Sciences Humanities Respondents
1. ADSU 3 2 2 43
2. ATBU 6 2 2 86
3. AUN 3 2 2 43
4. GSU 4 2 2 57
5. UNIMAID 12 2 2 171
TOTAL 28 400
ADSU: Adamawa State University, Mubi
ATBU: Abubakar Tafawa Balewa University Bauchi
AUN: American University of Nigeria, Yola
GSU: Gombe State University, Gombe
UNIMAID: University of Maiduguri, Maiduguri

5.3 Methods of Data Collection

The instrument for data collection was questionnaire. The questionnaire was divided into four main sections. The
first section is about demographic characteristics of the respondents. The second section is to measured attitude;
while the third section measured the subjective norms, and the fourth section measured the intention of students
to become entrepreneurs.
Structured questionnaire on Likert scale was used. The responses ranges from strongly agree to
strongly disagree (4 point scale). This has enabled the respondents to record the questionnaire easily. It also
helps in keeping the respondents focus, and minimizes likelihood of misinterpretation.

5.4 Methods of Data Analysis

The Statistical Package for Social Sciences (SPSS version 16) was used in the analysis of the collected data.
Similarly, frequency tables, simple percentage, descriptive statistics and Pearson correlation analysis were also
used.

6. Results and Analysis

The demographic results indicated that 52.70% of the respondents are within the age of 18 to 25 years. 40.30%
of the respondents fall within the age of 26 to 35 years. From 35 to 55 years constitute only 6.70% of the total
respondents, while 56+ constitute only 0.3% of the respondents. This indicates that large proportions of the
respondents are within the labour force age, Therefore indicating that the students are having the potentials to be
become entrepreneurs. Large number of the students comprised of young and active potential entrepreneurs.
They are likely to be more productive and may develop positive attitude towards entrepreneurship and its
education and development of intention to become entrepreneurs. This consequently will be transformed into
establishment of business that will create employment opportunities and reduce dependency on family and
government. Male students constitute 60.80% of the sample, while female students constitute 39.20%. Singles
constitute the large portion of the respondents with 77.30%. This may be due to delay of marriage till after
graduation, or they are not prepared to get married. 20.50%, of the respondent are married while 2.10% are

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divorcees. 52.50% of the respondents are science base students, while humanities students constitute 47.50% of
the respondents.

Table 2: Effects of Attitude on Students Entrepreneurial Intention

Variables Agreed Disagreed
Freq. % Freq %
Being an entrepreneur implies more advantages 203 54.13 172 45.87
A career as entrepreneur is attractive for me 232 61.87 143 38.13
if I had the opportunities and resources, I would
like to start my business 321 85.60 54 14.40
being an entrepreneur would entail great
satisfaction for me 299 79.73 76 20.27
Among various options, I would rather be an
Entrepreneur 301 80.27 74 19.73
Mean 72.32 27.68
Source: field survey 2013
The results from table 2 show that the respondents gave affirmative responses. 54.13% of the respondents agreed
that to become an entrepreneur will be of advantages to them than engaging in paid jobs. 61.87% agreed that
being an entrepreneur is attractive them. 85.60% agreed that if they have the opportunities and resources at there
disposal, they will like to start their businesses. 79.73% are of the opinion that to be an entrepreneur would entail
great satisfaction for them. 80.27 % opined that giving various options, they will prefer to become entrepreneurs.

Table 3: Effects of Subjective Norms on Students’ Entrepreneurial Intention

Variables Agreed Disagreed
Freq. % Freq %
My Family encourage & support me to become entrepreneur 306 81.60 69 18.40
My friends encourage & support me to become entrepreneur 286 76.27 89 23.73
My peer group encourage & support me to become entrepreneur 250 66.67 125 33.33
My colleagues are main source of entrepreneurial information 191 50.93 184 49.07
Role model inspired & stimulate my interest in entrepreneurship 186 49.60 189 50.40
Mean 65.01 34.99
Source: field survey 2013

The results from table three, 81.60% of the respondents are of the belief that their family members have
influence on their decision to become entrepreneurs. 76.27% agreed that their friends encourage and support
them to become entrepreneurs. 66.67% agreed that their peer members do encourage and support them to go into
entrepreneurial activities. 50.93% are agreed that their colleagues/reference group members support them by
giving out entrepreneurial related information that will assist them in going into business. While only 49. 60%
see the presence and interaction with role models will inspired & stimulate their interest in entrepreneurship.
Table 4: Effects of Perception of Behavioural Control on Students’ Entrepreneurial Intention
Variables Agreed Disagreed
Freq. % Freq %
to start a firm & keep it working would be easy 288 76.80 87 23.20
I am prepared to start a viable business 269 71.73 106 28.27
I can control the creation process of new business 274 73.07 101 26.93
I know the necessary practical details to start a firm 286 76.27 89 23.73
I know how to develop entrepreneurial project 301 80.27 74 19.73
if I tried to start a firm, I would have a high
probability of success 278 74.13 97 25.87
Mean 75.38 24.62
Source: field survey 2013
Table four shows the results of the perception of behavioural control of the respondents.76.80% of the
respondents agreed that to start a firm and keep it working would be easy for them. 71.73% of the respondents
believe that they are prepared to start viable businesses. 73.07% agreed that they can control the creation process
of new business. 76.27% agreed that they know the necessary practical details to start a firm. 80.27% agreed that
they know how to develop entrepreneurial projects. 74.13% of the respondents believe if they try to start a firm
they would have a high probability of success.

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Table 5: Effects of Entrepreneurship Education on Students’ Entrepreneurial Intention

Variables Agreed Disagreed
Freq. % Freq %
EE has impact on my intention become entrepreneur 297 79.2 78 20.8
I desperately want to start my own business. 291 77.6 84 22.4
Owning my business is very appealing & important to me. 289 77.1 86 22.9
I cannot imagine working for someone else. 231 61.6 144 38.4
I intend to start my business as soon as possible. 285 76 90 24
I am now equipped with skills needed for identifying business opportunities 280 74.7 95 25.3
Mean 74.36 25.64
Source: Field Survey, 2013
Table five show the results of influence of entrepreneurship education on students to become
entrepreneurs. The students agreed that entrepreneurship education has impacted on their intention to become
entrepreneurs with 79.20%. They very much want to start business with 77.60%. Owning my business is
appealing and important with 77.10%. They rejected working under someone with 61.60%. Intention of staring
business is rated at 76%. While equipped with entrepreneurial skills for identifying new business opportunities
and managing business with 74.70%. Averagely, the influence of entrepreneurship education on students’
intention to become entrepreneurs in Nigeria is 74.25%.

7. Hypotheses Testing
Table 6: Correlation between Attitudes, Subjective Norms, Perceived Behavioral Control and
Entrepreneurial Intention
Variables EI ATB SN PBC
EI Pearson 1 .274** .240** .950**
Correlation .000 .000 .000
Sig. (2-tailed)
N 375 375 375 375
ATB Pearson .274** 1 .361** .274**
Correlation .000 .000 .000
Sig. (2-tailed)
N 375 375 375 375
ATB Pearson .240** .361** 1 .240**
Correlation .000 .000 .000
Sig. (2-tailed)
N 375 375 375 375
PBC Pearson .950** .274** .240** 1
Correlation .000 .000 .000
Sig. (2-tailed)
N 375 375 375 375
Source: Field Survey, 2013

Table six presents the correlation analysis results of the variables in this research work.
Ho1: there is no significant relationship between attitude and entrepreneurial intention.
Attitude towards entrepreneurship and entrepreneurial intention are positively related (r=0.274). Therefore, we
reject the hypothesis one.
Ho2: there is no significant relationship between subjective norms and entrepreneurial intention.
Subjective norm and entrepreneurial intention are positively related (r=0.274). Therefore, we reject the
hypothesis two.
Ho3: there is no significant relationship between perception of behavioural control and entrepreneurial intention
Perceived behavioural control and entrepreneurial intention are positively related (r=0.950). Therefore, we reject
the hypothesis one.
Ho4: there is no significant relationship between entrepreneurship education and entrepreneurial intention.

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Table 7: Effects of Entrepreneurship Education on Students’ Entrepreneurial Intention

Factors Correlation Sig. Decision
Coefficient Value
0.0 Signific
EE has impact on my intention become entrepreneur 0.163** 01 ant
0.0 Signific
I desperately want to start my own business 0.227** 00 ant
0.0 Signific
Owning my business is very appealing & important 0.307** 00 ant
0.0 Signific
I cannot imagine working for someone else 0.182** 00 ant
0.0 Signific
I intend to start my business as soon as possible 0.275** 00 ant
I am now equipped with entrepreneurial skills needed for identifying business 0.0 Signific
opportunities and managing business 0.280** 00 ant

Source: Field Survey, 2013 ** Correlation is significant at the 0.01 level (2 tailed)
Table seven is a correlation table that measures the relationship between offering entrepreneurship
education and students’ intention to become entrepreneurs. The results indicate that there is positive relationship
between offering entrepreneurship education course and students intention to become entrepreneurs with
coefficient of 0.163. There is positive correlation between desirability of starting business with entrepreneurship
education with 0.227, coefficient of correlation. There is positive relationship between entrepreneurship
educations owning business by students with coefficient of 0.307. The students prefer to work for themselves
instead of engaging in paid jobs with 0.182. The results showed that entrepreneurship education has impact on
the students’ intention to start business very soon coefficient of 0.275. While the students showed that they are
equipped with skills of identifying business opportunities and managing businesses with positive relationship of
0.280. Therefore the correlation between offering entrepreneurship education course and students intention of
becoming entrepreneurs is significant.
From table seven the correlation analysis shows that there is significant relationship between offering
entrepreneurship education and students intention to become entrepreneurs. Therefore we reject the null
hypothesis that: There is no significant relationship between offering entrepreneurship education course and
students’ intention to become entrepreneurs.

8. Discussion of Findings
The results from this research work supported some previous research works. That means there is significant
positive relationship between attitude towards entrepreneurship and entrepreneurial intention of the students (r
=0.274). Therefore, entrepreneurship teachers, stakeholders and policy makers should focus on how to stimulate
their students to develop and sustain positive attitude towards entrepreneurship and its education so as to achieve
the desired results.
The results shows positive correlation relationship between subjective norms and entrepreneurial
intention (r = 0.240). This means that subjective norms of the respondents influence their intention towards
becoming entrepreneurs. Therefore, family members, friends, peer members, reference members and role models
should assist the students in developing strong entrepreneurial intention that will be transformed into actual
behaviour.
Perception of behavioural control is positively related to entrepreneurial intention. That means, the
stronger the behavioural control, the greater the entrepreneurial intention. This has been in accord the proposition
made in the theory.
The results of the correlation indicated that statistically, there is significant relationship between
offering entrepreneurship education and students’ intention to become entrepreneurs where all coefficients are
significant. This has concurred with the findings of Ajzen (1991), Bandura (1997), Kolveried (1996) and Mc
Stay (2008). They conclude that entrepreneurship education act as the medium of attitude and behaviour change,
which make the students to perceive entrepreneurial entry as feasible and desirable. Furthermore the finding of
Lee (1996) indicated that entrepreneurs with entrepreneurship education and experience may create higher profit
from their businesses. The results of this study has agreed with the study findings of Kakkonen (2010), where it
revealed that offering entrepreneurship education course has positive effects on the students intention to become
entrepreneurs. Similarly the finding of Dyer (1994) agreed with this finding where his results show positive
association between entrepreneurship education and students intention to become entrepreneurs. So therefore,
entrepreneurship education will give the students the confidence they need to become entrepreneurs. In a similar
finding which agreed with this one is that of Robinson et al (1991), where they stated that entrepreneurship
education increase and improves the perception of feasibility and perception of desirability for entrepreneurship

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by increasing the knowledge of students, building confidence and promotes self-effectiveness. Volery and
Mueller (2006) and Gorman et al (1997) found that entrepreneurship education influence students decision to
become entrepreneurs, this means participation in entrepreneurship education has significant influence or
relationship on students’ entrepreneurial intention to become entrepreneurs.

9. Conclusion
From the results of this study, it can be concluded that descriptively, the students agreed the exposure to
entrepreneurship education course lead to the development of entrepreneurial intention by the students and
students may make decision in favour of starting their own businesses before or after graduation. The Pearson
correlation analysis indicated that there exist positive relationships between offering entrepreneurship education
course and students intention to become entrepreneurs. Attitude toward entrepreneurship, subjective norms and
perception of behavioural control were found to be predictors of entrepreneurial intention.

10. References
Adenipekun, O. (2004 ). “Unemployment: Varsities and Entrepreneurial Courses to Curriculum”. Lagos: The
Guardian.
Ajzen, I. (2001).“Nature and operation of attitudes”, Annual Review of Psychology, vol. 52, pp. 27-58,
Aminu, A.A. (2012). Entrepreneurship theory and practice, Compaq publishers, Maiduguri, Nigeria.
Autio, E., R. H. Keeley, et al. (1997). "Entrepreneurial intent among students: Testing an intent model in Asia,
Scandinavia and USA." Frontiers of Entrepreneurship Research Babson College/Kauffman Entrepreneurship
Research Conference Centre for Entrepreneurial Studies, Babson College, Wellesley.
Binks, M. (2005). "Entrepreneurship education and integrative learning." Retrieved February 23, 2013, from
http://www.ncge.org.uk/downloads/policy Entrepreneurship_ Education_ and_ Integrative_Learning.doc.
Centre for Entrepreneurial Leadership Clearinghouse on Entrepreneurship Education (CELCEE) (1999) website,
http://www.celcee.edu retrieved on 14th of May 2011.
Crant, J.M. (1996). The proactive personality scale as a predictor of entrepreneurial Intentions, Journal of Small
Business Management, 34, 3, 42-49.
Davidsson, P. (1995) Determinants of entrepreneurial intentions, Working Paper 1995: 1. Jonkoping: Jonkoping
International Business School.
Douglas, E.J. and Shepherd, D.A. (2002) Self-employment as a Career Choice: Attitudes, Entrepreneurial
Intentions, and Utility Maximization, Entrepreneurship Theory and Practice, 26, 3, pp.81-90.
Dyer G. W. (1994). Towards a Theory o Entrepreneurial Careers. Entrepreneurship Theories and Practice, 19
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